UDC 378.37.011(48):371.100
DOI: https://doi.org/10.59694/ped_sciences.2024.08.119
TAKING INTO ACCOUNT THE CURRENT EUROPEAN INTEGRATION TRENDS OF THE SCANDINAVIAN COUNTRIES FOR THE DOMESTIC EDUCATIONAL SPACE
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OROS Ildiko Imriivna
doctor of philosophy,
associate professor, president of Transcarpathian Hungarian
Institute named after Ferenc Rakotsi II.
ORCID іD: https://orcid.org/0000-0001-7300-9362
BIDA Olena Anatoliivna
Doctor of Pedagogical
Sciences, Professor, Head of the Department of
Pedagogy, Psychology, Primary and Preschool Education
and Management of Educational Institutions of the
Transcarpathian Hungarian Institute named after Ferenc
Rakotsi II.
ORCID іD: https://orcid.org/0000-0002-0448-0852
GUTTERER Eva Voytehivna
coordinator of
primary education, senior lecturer of the department of
pedagogy, psychology, primary and preschool education
and management of educational institutions of the
Transcarpathian Hungarian Institute named after Ferenc
Rakotsi II.
ORCID іD: https://orcid.org/0000-0002-1876-045X
Abstract:
The article shows that the educational system of the Scandinavian countries is built mainly according to one model.
The main principle embedded in the education system in the Scandinavian countries is the availability of education regardless of social origin, ethnic or national affiliation, religious beliefs or limited physical capabilities.
The spread of migration processes has made the Scandinavian countries multicultural, so integrated education ensures the realization of the right of every member of society to equal access to education, mastering a profession and determining their place in society.
The main goal of higher education in the Scandinavian countries is currently the convergence of academic and professional higher education.
Characteristic features of the education policy of Norway are clarified and the leading trends of higher education in Norway are shown. Peculiarities of Norwegian higher education: public administration, dominance in the innovation process of the higher education system, a small share of foreign funding sources.
The Danish education system, which has some differences from the educational systems of other Scandinavian countries, is analyzed. Education for life is declared the basis of the educational process in Denmark.
Finland as an educational space is built on the principle of providing all citizens with equal opportunities for education, regardless of socio-cultural and physiological characteristics.
Common to all Scandinavian countries are the basic principles of the functioning of the education system: equality of access to educational services, the state nature of funding, the focus of the content of education on the formation of soft skills, effective communication skills, civic and socio-cultural values.
A characteristic feature of the educational space of the Scandinavian countries is the popularization of lifelong learning.
Keywords: Scandinavian countries, Norway, Denmark, Finland, education system, lifelong learning.
References:
Andriychuk, N. M., Dynovych, A. V. (2023). Suchasna systema osvity skandynavsʹkykh krayin u konteksti inklyuzyvnoho pidkhodu. [The modern education system of the Scandinavian countries in the context of an inclusive approach].
Zhelanov, D. V. (2020). Tendentsiyi rozvytku vyshchoyi osvity v Norvehiyi. [Тrends in the development of higher education in Norway].
Modelyuvannya profesiynoyi pidhotovky fakhivtsiv v umovakh yevrointehratsiynykh protsesiv. [Modeling professional training of specialists in the conditions of European integration processes]. Zhytomyr.
Ohiyenko, O. I. (2010). Pedahohichna osvita Norvehiyi: geneza i tendentsiyi rozvytku. [Pedagogical education in Norway: genesis and development trends].
International Human Development Indicators. (2022).
Jonas, O. Eskil, W. (2012). Education and Labour Market in the Nordic Countries Similar But Not the Same November.
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